Building Reading Success with Wiley Blevins, Grade 3

Evaluation for 1.1a
Materials include an explanation of the stated purpose of the supplemental program (e.g., additional instruction and/or practice, targeted remediation or acceleration).

The materials include an introduction video that outlines the stated purpose of the supplemental program, such as the introduction video in modules 1–9, which describes the Building Reading Success with Wiley Blevins, K–5, module-based intervention as intended for tier-two and tier-three targeted remediation. The materials also include a transition resource to support students as they return to full-time tier-one instruction.

The materials include an explanation of the stated purpose of the supplemental intervention program. The “Program Overview” states, “Building Reading Success with Wiley Blevins is designed to develop proficiency in phonics and word-study skills for K–5 students requiring reading intervention.”

Evaluation for 1.1b
Materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program.

The materials include guidance on how to use the supplemental program appropriately to support an existing core reading and language arts program, as is described in the “Program Overview” on the Sadlier Connect website, Teacher’s Edition library. This overview outlines seven ways that the supplemental program supports existing core reading and language arts programs, including that it “provides precise, diagnostic placement aligned to the core scope and sequence; adds the intensity and structure MTSS requires for tiers 2 and 3; and provides clear, actionable progress monitoring that informs core classroom decisions.”

The materials include guidance on how to appropriately use the supplemental program to support an existing core reading and language arts program. For example, the materials provide correlations to McGraw-Hill Wonders and the Texas Essential Knowledge and Skills (TEKS) for English language arts and reading (ELAR) foundational reading skills.

Evaluation for 1.1c
Materials include a scope and sequence outlining student expectations, skills taught, and a rationale for the design of the scope and sequence.

The materials include a scope and sequence in modules 1–9 that identifies target skills, student expectations, the TEKS, and English Language Proficiency Standards (ELPS), and shows where each skill occurs across the modules. The scope and sequence provides educators with a grade-level view of the skills taught and the order in which students will encounter them. Additionally, the materials outline eight guiding principles used to develop the scope and sequence and identify the module in which each principle occurs. The sequence builds skills systematically as it begins with letter identification, progresses to reading and spelling, then advances to multisyllabic word work in module 7.

The materials include a rationale that explains the design of the scope and sequence. The rationale states that lessons are “cumulative and recursive” to support mastery and retention of taught skills and prevent decayed learning. The rationale also explains that skills progress from simpler to more complex concepts.

Evaluation for 1.1d
Materials include guidance on time requirements (e.g., duration, frequency) and suggested pacing for effective implementation.

The materials include a “Program Overview” with recommended time requirements, pacing, and lesson frequency for effective implementation. For example, the materials explain that tier-two intervention groups should meet three to five times per week for 20–45 minutes per session, and tier-three intervention groups should meet four to five times per week for 30–45 minutes per session. The materials design the four lessons in module 1 for 15-minute instruction and the five lessons in modules 3–8 for 30–40 minutes of instruction. The materials also structure lessons in 15-minute segments to support flexible scheduling. In addition, the materials explain that module duration varies based on the number of skills taught and the intensity of intervention, with a typical intervention cycle lasting 10–12 weeks.

The materials include guidance in modules 1–8 on how to pace lessons and use them flexibly within a school intervention block/period. For example, the materials explain that lessons are segmented into 15-minute intervals designed to accommodate a range of schedules.

Evaluation for 1.1e
Materials include resources and guidance to support educators with implementing the materials as designed.

The materials include a Program Implementation Guide that supports implementation as designed. The guide explains flexible implementation models and how to use multiple modules simultaneously. The guide also provides pacing recommendations, print and digital assessment administration support, and explains how the materials support existing core programs. These resources provide educators with guidance on organizing instruction, assessment, and intervention delivery.

The materials include assessment administration guidance that helps educators make effective implementation decisions. The guidance provides two placement options, including a skills diagnostic option that directs educators to administer parts one and two and use the results to place students at the first needed skill within a module. Pacing guidance also includes recommendations for lesson structure, such as dividing module 1 into four 15-minute lessons.

Evaluation for 1.1f
Materials contain supports for families in both Spanish and English with suggestions on supporting the progress of their student.

The materials contain resources in both Spanish and English to help families support their student’s progress at home, such as grade 3 progress updates that offer practical guidance on how to foster student progress. Key additions designed to accelerate skill acquisition include module-specific activities, such as alphabet hunts and everyday conversation starters, as well as Interactive Online Learning: Sadlier Connect activities, like “Build a Sentence,” and “Decoding/Fluency/Comprehension Support: Decodable Texts” for foundational reading practice.


The materials provide bilingual family supports in Spanish and English, including progress updates, module-specific activities, interactive online resources, and decodable texts to reinforce foundational reading skills and student progress.

Evaluation for 2.1a
Materials include appropriate instructional assessments for the stated purpose of the supplemental program (e.g., diagnostic placement assessments for targeted remediation or acceleration).

The materials include a Placement Assessment, Skills Diagnostic Assessment, Module Pre and Post Tests, and a Cumulative Growth Assessment. The Cumulative Fluency Check assesses both targeted and previously taught skills to inform the educator’s intervention adjustments. Additionally, the Teacher’s Edition includes a flowchart of assessments to guide educators on when to administer each type.

The materials include formative assessments, such as Cumulative Fluency Checks, which assess students’ accuracy, fluency, and mastery after each module. The materials place these assessments within the “Cumulative Assessments” section of each skill (e.g., module 3, “Short e,” “Cumulative Assessments,” Fluency Check: Short e).

The materials include summative assessments for progress monitoring. For example, modules 3–8 include Module Pre and Post Tests that inform instructional decisions, such as options to advance students to the next module or exit them from intervention. The Assessment Administration: Module-Specific guidance document supports educators as they determine appropriate next instructional steps based on assessment results.

Evaluation for 2.1b
Materials include the definition and intended purpose for the instructional assessments included.

The materials include the definition of the instruction assessments and when to give them. For example, the “Assessment Overview” explains that the program begins with a Placement Assessment to determine students’ decoding and encoding deficits and identify where to begin targeted instruction. This assessment consists of phonics, phonemic awareness, and spelling tasks.

The materials include the intended purpose of the instructional assessments. For example, the “Assessments and Reporting” section within the “Module 1 Overview” states that the purpose for the Letter Name Assessment is to identify the module 1 target skill to begin instruction. In addition, the purpose of the Cumulative Assessment (Fluency Check) is to “ensure retention of skills and prevent learning decay.”

Evaluation for 2.1c
For instructional assessments administered by educators, materials include guidance to ensure consistent and accurate administration of instructional assessments.

The Assessment Administration: Cumulative Assessment document directs educators to use Fluency Checks to assess students’ accuracy and fluency as they read real and nonsense words that contain the module’s target skills. The materials instruct educators to assess students individually, mark the green box when a student reads a word correctly to measure accuracy, mark the blue box when a student reads a word automatically to measure fluency, and record the total number of accurate and fluent responses.

The materials include specific instructions for the educator on how to administer assessments. For example, assessment administration instructions state, “When administering a paper-and-pencil Phonics Assessment, sit side-by-side with the students to help them feel comfortable while allowing you to observe closely. Give clear directions at the start, then refrain from prompting or correcting responses so you can accurately capture what the student knows and can do independently.”

Evaluation for 2.1d
Instructional assessments include items at varying levels of complexity.

The materials include instructional assessments that vary in levels of complexity as students progress through the modules. For example, Comprehension Assessments measure students’ comprehension at the literal and inferential levels with increasingly complex texts. These assessments are available in module 8, levels C, D, and E, with two assessments in each level. The Comprehension Assessments vary in complexity. For example, in the level D assessment, more complex questions are posed, such as, “How does the author of ‘Career Ideas: Archaeologist’ support the point that archaeologists know about everything people did in the past?” The assessment poses more literal questions as well, including, “What is an example of something that would be found in a midden?”

The materials include instructional assessments that vary in levels of complexity as students progress through the modules. For example, the fluency passages assess students’ decoding skills with the use of short, connected text consistent with previously taught sound–spelling patterns. The “Fluency Practice/Assessment” passages are available in modules 3, 5, 6, 7, and 8.

The materials include assessments with a range of item types and levels of complexity. For example, the “Fluency Practice/Assessment” passages assess students’ decoding skills through short, connected texts that align with previously taught sound–spelling patterns. The materials include these passages in modules 3, 5, 6, 7, and 8. As students progress through the modules, the length and complexity of the passages increases.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The materials provide scoring information and guidance to help educators interpret student performance through Module-Specific Assessment resources. The “Pre/Post Test Scoring & Analysis” section includes scoring guidance and explains how to analyze assessment results to determine appropriate next instructional steps. For example, the materials direct educators to provide additional practice and instruction for students who score below 80 percent, and to identify and place students to address instructional gaps when students score above 80 percent.

The materials also include Module-Specific Assessment administration guides with answer keys, error analysis guidance, and recommendations for instructional next steps based on student performance. For example, the “Assessment Administration: Module Specific Guide” for spelling instruction helps educators analyze assessment results to determine students’ instructional needs. The materials further explain that students who have mastered a module’s skills and demonstrate no additional skill gaps, as determined by Placement Assessment data and grade-level expectations, exit intervention and transition to tier-one support through module 9.

Evaluation for 2.2b
Materials provide guidance for the use of the supplemental program to respond to student trends in performance on assessments.

The materials guide educators to use assessment results to address student performance trends. For example, Module-Specific Assessment administration resources direct educators to analyze Module Pre and Post Test results, including errors by target skill, and use Trend Report data generated from the Module-Specific Assessments to determine next instructional steps and resources. The materials also include “Cumulative Assessment: Next Steps” guidance, which supports educators as they analyze errors in both target and cumulative skills, and helps identify areas where students require additional instruction.

The materials connect assessment results to specific instructional actions. For example, when students score below 80 percent, the guidance directs educators to provide additional instruction and practice with specific sound–spellings through activities such as “Blending,” “Dictation,” “Cumulative Sentences,” rereading decodable texts, and interactive practice activities. The Placement Assessment Administration Guide also includes an “If/Then” chart that links assessment performance to instructional decisions. Students who meet expected outcomes continue with grade-level instruction, while those who do not receive additional small-group instruction on identified skills and are assigned to specific modules for targeted intervention.

Evaluation for 2.2c
Materials include tools for educators to track student progress and growth, and tools for students to track their own progress and growth.

The materials include educator-facing tools to track student progress and growth over time. Educators use Placement, Module, and Trend Reports, which they can filter by class, class group, student, and report type. The Trend Report compares Pre and Post Test scores across modules, while the Module Report provides individual student results and graded submissions. The Trend Report becomes available after educators administer both Module Pre and Post Tests, which enables them to monitor student progress over time and identify performance patterns.

The materials also include student-facing tools that support self-monitoring of progress and growth within each module. For example, each module includes a My Progress Checklist aligned to skill goals, where students reflect on their understanding with the use of “I need help with this,” “I need to practice this,” and “I know this” prompts. The materials also include a student tracking sheet that uses a color system—red for “I need help with this,” yellow for “I need to practice this,” and green for “I know this”—to help students visually track their mastery of skills over time.

Evaluation for 2.2d
If applicable for the stated purpose of the supplemental program, materials include guidance for entry and exit criteria.

The materials include guidance for entry criteria based on assessment data. The “Assessments and Reporting Overview” explains that Phonics, Phonemic Awareness, and Spelling Placement Assessments; Module Pre and Post Tests; and Cumulative Assessments identify students in need of intervention. These assessments help educators place students in the appropriate module aligned to the foundational skills progression, and monitor progress toward proficiency. The “Placement Assessment Flowchart”” uses score thresholds, such as “8–10 correct” and “8–10 correct and fairly automatic,” to determine whether students enter a module or continue tier-one instruction.

The materials also include guidance for exit criteria based on student performance. Module Post Tests serve as end-of-module exit assessments, as identified in the assessment chart. The materials state that students who score above 80 percent on the post-assessment exit intervention and either transition to the next appropriate module or continue grade-level instruction. Students who do not meet the expected performance threshold receive additional small-group instruction to target specific skill gaps and may be placed in a designated module for further instruction. The “If/Then” chart reinforces these decisions by linking assessment outcomes to instructional next steps, including the continuation of grade-level instruction or targeted intervention based on performance.

Evaluation for 3.1a
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills.

The materials include educator guidance for differentiated instruction and activities for students who have not yet reached proficiency in grade-level skills. The differentiated instruction resource explains that Diagnostic Placement Assessments help educators “pinpoint learning gaps” and place students in the correct module for targeted instruction and practice. The guidance also describes tier-two and tier-three differentiation through additional instructional time, small-group or one-to-one formats, more frequent assessments, pocket charts, manipulatives, interactive practice activities, and interactive decodable texts.

The Teacher’s Edition embeds differentiation guidance in target skill lessons. For example, in module 3, “Short o,” lesson 3A, the “Corrective Feedback” box guides the educator to point to the missed sound–spelling, state the sound, have students repeat it, and guide them in re-blending the word. In module 4, the “Beginning Blends” introduction includes articulation support and digital resources, such as sound wall cards, articulation videos, word lists, and interactive decodable text.

The materials include embedded educator guidance for differentiated instruction in all lessons, including teaching opportunities to review and reinforce taught skills. Additional language supports, such as modeling directions with audio or video, allow students to revisit explanations. For example, in module 5, lesson 1A, the “Corrective Feedback” box gives educators guidance on how to stretch out sounds for blending. The lesson also includes an articulation video to model the long-letter sound /a/, and interactive Elkonin boxes with feedback for students who struggle with sound segmentation.

Evaluation for 3.1b
If applicable for the stated purpose, materials include educator guidance for differentiated instruction and activities for students who have demonstrated proficiency in grade-level skills.

This guidance is not applicable to the program because the program has a stated purpose of targeted remediation or acceleration, not additional instruction and/or practice.

Evaluation for 3.1c
Materials include educator guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The materials provide guidance for the implementation of specially designed instruction (SDI) for students who receive special education services. The SDI Field User Guide explains that educators align SDI with the student’s present levels of academic achievement and functional performance (PLAAFP), as well as the student’s admission, review, and dismissal (ARD)-developed goals. Educators change content, methodology, or delivery to adapt instruction as they maintain program fidelity. For example, educators reinforce prerequisite phonological and phonics skills, prioritize high-impact grapheme–phoneme correspondences, increase modeling and think-alouds, use manipulatives and visual cues, add or extend instructional time, adjust group size, and use scaffolds like tactile tools and oral rehearsal. The guidance also explains the SDI framework, which uses adjustments to content, methods, and delivery to support instruction without reducing rigor.

The materials also connect SDI supports to specific program routines through a structured support system and planning process. For instance, the SDI Support Menu links areas of need to instructional routines and enhancements, such as extended segmentation and blending cycles, scaffolded oral practice, corrective feedback, repeated reading cycles, fluency trackers, reduced text load, and handwriting and encoding supports. The program further outlines an SDI planning process in which teams analyze student data, identify foundational skill deficits, select SDI supports with the use of the “Content–Method–Delivery” framework, and monitor progress to adjust intensity, frequency, and presentation. The materials integrate these adjustments into daily instruction and recommend regular review cycles, typically every two to three weeks, to refine supports based on student progress.

Evaluation for 3.2a
Educator-led supplemental programs include explicit (direct) prompts and guidance to support the educator in modeling and explaining the skill(s) to be learned.

The materials include explicit prompts and guidance to support the educator as they model and explain the skills to be learned. For instance, the Instructional Routines Booklet includes a Dictation routine in which educators introduce the purpose of the activity by saying, “Let’s connect each sound in a word to writing its sound–spelling.” To model for students, educators say a word, segment it sound by sound, and ask prompts such as “How many sounds are in the word big?” and “What is the first sound in big?”

The Teacher’s Edition includes scripted prompts for blending and high-frequency word instruction. In module 5, “Long i,” lesson 1B, the educator models how to blend the first two words in a row, discusses what students observe, guides students to tap on dots as they say each sound, and has students use the red arrow to run their finger under the letters as they blend sounds together.

Evaluation for 3.2b
Educator-led supplemental programs include educator guidance and recommendations for effective delivery and facilitation using a variety of instructional approaches.

The materials include recommendations for effective lesson delivery and facilitation with the use of a variety of instructional approaches. The Instructional Routines Booklet and professional development resources guide educators in how to use explicit instruction, modeling, guided practice, and structured response routines across lessons. For example, in phonics and dictation instruction, educators model sound–symbol connections with the use of sound boxes, counters, letter sound cards, mouth formation visuals, and handwriting models. The materials also provide tiered supports for students who struggle with phonemic awareness as educators slow sounds, model blending, and use manipulatives to support decoding.

The materials also include structured literacy routines that support reading, speaking, and writing instruction across modules. For instance, the Read Aloud routine guides educators to preview texts, build vocabulary and background knowledge, identify stopping points, and reread texts to deepen comprehension. The Decodable Text routine supports fluency and comprehension through pre-teaching vocabulary, whisper-reading, corrective feedback, and comprehension checks. Additional routines extend instruction through choral-reading, text annotation, repeated readings, and writing tasks that require students to use word banks, sentence frames, and evidence from text to construct responses.

Evaluation for 3.2c
Materials include guidance for educators on recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The materials provide educators with recommended instructional structures to support the effective implementation of tier-two and tier-three instruction. The program defines tier-two instruction as small-group intervention delivered three to five times per week for 20–45 minutes per session, with an optimal group size of three to five students. Tier-three instruction increases in intensity and frequency as it recommends four to five sessions per week for 30–45 minutes per session, delivered in one-to-one settings or in groups of no more than three students. The guidance also notes that intervention duration may vary by grade level, and younger students may require shorter sessions.

The materials also support flexible grouping and instructional organization through data-based tools. For instance, the Learning Groups Report uses assessment data to group students by shared skill needs and recommended module placement. The Placement Report identifies student performance, recommends module placement, and provides instructional next steps through module guidance and decodable placement recommendations. Educators use these tools to form, adjust, and refine instructional groups based on ongoing assessment data to support targeted intervention and individualized instruction.

Evaluation for 3.3a
Materials include educator guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic language.

The materials include educator guidance on how to provide linguistic accommodations for students with various levels of language proficiency, as defined by the English Language Proficiency Standards (ELPS). The Emerging Bilingual Support Implementation Guide organizes supports across beginner, intermediate, advanced, and advanced-high proficiency levels. Additionally, the guide provides consistent strategies to engage students in increasingly academic language, such as with the use of gestures, slowed speech, peer interaction, corrective feedback, conversation stems, vocabulary pre-teaching, visuals, graphic organizers, sentence stems, word banks, structured oral language practice, and writing supports like sentence and paragraph frames. The guidance integrates language development across reading, writing, listening, and speaking, and connects supports to instructional routines throughout the program.

The materials also embed linguistic accommodations within lessons and instructional routines to support language development in context. For instance, during decodable text instruction and Read Aloud routines, educators provide lesson-level supports such as vocabulary pre-teaching, structured academic discussions, comprehension scaffolds, and writing supports like word banks and sentence frames. In phonics instruction, the materials show educators how to address language-specific sound transfer challenges. For example, educators model articulation, highlight mouth position, and use minimal pair practice when appropriate. These accommodations align to ELPS proficiency levels and are integrated into instructional content to support access to grade-level learning as students develop academic language.

Evaluation for 3.3b
Materials include implementation guidance to support educators in effectively using the materials in state-approved bilingual and English as a Second Language (ESL) programs.

The materials include implementation guidance to support educators as they use the program in state-approved bilingual and ESL settings. The Emerging Bilingual Support Implementation Guide and bilingual/ESL implementation resources explain how educators use language support documents as a flexible layer of instruction aligned to students’ proficiency levels and lesson demands. The guidance supports multiple program models, including dual language immersion, transitional bilingual, and ESL, and explains how to align instruction to the selected model while embedding language supports within daily routines.

The materials further provide model-specific strategies for the instruction of emergent bilingual (EB) students. For example, in transitional bilingual settings, students gradually shift from their home language to English with the use of structured scaffolds, such as visuals, modeled responses, guided practice, and language support documents differentiated by proficiency level. The materials also support ESL and dual language instruction through embedded linguistic accommodations, academic vocabulary supports, comprehension strategies, building background knowledge, cross-linguistic connections, and phonics instruction. The guidance integrates ELPS-aligned proficiency levels and includes professional learning videos to support educator implementation across bilingual and ESL program models.

Evaluation for 3.3c
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Materials do not include the three-cueing method as defined in Texas Education Code (TEC), §28.0062. TEC, §28.0062 defines three-cueing as a method of reading instruction for the identification of words in which a student is encouraged to draw on context and sentence structure to read words without sounding the words out or using a phonics-based approach.

No evidence of three-cueing as defined in Texas Education Code (TEC), §28.0062 was found in this program.

Evaluation for 4.2a
Materials include a systematic sequence of phonological awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills and larger units of sound to more complex skills and smaller units of sound.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological awareness skills.

Evaluation for 4.2b
Materials include a systematic sequence of phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose that progresses from basic skills (e.g., identifying, blending, and segmenting phonemes) to more complex skills (e.g., adding, deleting, and substituting phonemes).

This guidance is not applicable to the program because TEKS for the grade level do not list phonemic awareness skills.

Evaluation for 4.2c
Materials include explicit (direct) instruction in phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

Evaluation for 4.2d
Materials include cumulative student practice of phonological and phonemic awareness skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

Evaluation for 4.2e
Student practice includes only phonological and phonemic awareness skills that have been explicitly taught.

This guidance is not applicable to the program because TEKS for the grade level do not list phonological or phonemic awareness skills.

Evaluation for 4.A.3a
Materials include a systematic sequence for introducing sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include a systematic sequence for how to introduce sound–spelling patterns in alignment with the grade-level TEKS, as appropriate for the stated purpose of a tier-two and tier-three reading support. For example, in the module 6 Teacher’s Guide, the program places students within a structured sequence of sound–spelling patterns. A student must demonstrate mastery with simple consonant-vowel-consonant (CVC) patterns before being moved to blends, digraphs, long-vowel spellings, or complex vowels. For example, if students do not score 8–10 correct in the “Spelling: Short Vowels,” then it is recommended that additional instruction in short vowels be provided. The progression of skills is systematic as it progresses from short vowels in module 3, to consonant blends and then consonant digraphs in module 4, final/silent e and then long vowels in module 5, complex vowels in module 6, and then prefixes and suffixes in module 7, volume 2.

The materials include a systematic, TEKS-aligned sequence for the introduction of sound–spelling patterns, as outlined in the program’s scope and sequence. For example, the scope and sequence in the “Module 6 Overview” lists skills by module, and indicates that instruction begins with short vowels in module 3. Students then progress to consonant blends and digraphs in module 4, in alignment with grade-level TEKS. Modules 5–7 reflect a continued progression in complexity, with an emphasis on high-utility patterns. For example, module 5 introduces common long-vowel spellings before students move to less frequent patterns later in the module. In addition, the materials require students to demonstrate proficiency with simpler patterns, such as consonant-vowel-consonant (CVC) words, before they advance to increasingly sophisticated patterns, such as blends, digraphs, long-vowel spellings, and complex vowel patterns, which aligns with the TEKS progression.

Evaluation for 4.A.3b
Materials include explicit (direct) instruction in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include explicit instruction in decoding and encoding words with the use of sound–spelling patterns, in alignment with the grades 3–5 TEKS. For example, module 6 includes direct instruction on how to use target sound–spelling patterns to decode when they are newly introduced to students. The materials include a Scripted Modeling routine in which the educator explicitly demonstrates how to decode a word by stringing the sounds together, such as /sss/ /ttt/ /ar/, and runs their finger under the word to read star. Students practice encoding using the Sound It, Spell It routine to spell words with ar, and the educator models how to segment the word sound by sound before students connect each sound to the spelling. Finally, to practice encoding ar, students participate in a “Listen and Spell” activity in which the educator dictates two words and a sentence that contain the target skill.

In module 4, “Consonant Blends and Digraphs,” “Digraph sh,” students receive explicit instruction in decoding and encoding words with the /sh/ sound across word structures such as CCVC, CVCC, and CCVCC. Instruction includes educator modeling, guided practice, and student application with tools such as Elkonin boxes and pocket charts to support sound–spelling connections.

Evaluation for 4.A.3c
Materials include cumulative student practice in decoding and encoding words using sound-spelling patterns in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

The materials include cumulative student practice in decoding and encoding words with the use of sound–spelling patterns, both in isolation and in decodable connected text, to develop automaticity. This is in alignment with the grades 3–5 TEKS, as appropriate for the program’s stated purpose. For example, in “Short o,” lessons 1A, 1B, and 1C, students engage in cumulative practice across newly introduced and previously taught sound–spelling patterns. Instruction builds on prior learning by spiraling previously taught short a and short i patterns while introducing short o. Students decode and encode words in isolation and apply sound–spelling knowledge to read and write words, such as mop and lock, which supports the systematic development of automaticity.

Additional cumulative practice is provided in module 6, “Complex Vowels,” in the lesson “r-Controlled Vowel /ar/.” In this lesson, students read Decodable Text 1, “Sharks,” and apply previously taught sound–spelling patterns as they identify and decode /ar/ words within connected text. In module 7, lesson 1B, students continue cumulative practice with both isolated word work (e.g., word lists and dictation) and decodable connected text. Students extend prior knowledge of vowel teams and syllable types to decode multisyllabic words such as seaweed, raincoat, freedom, and pillow, which reinforces automaticity through repeated exposure to previously taught patterns.

Evaluation for 4.A.3d
Student practice includes only sound-spelling patterns that have been explicitly taught.

The materials include student practice that uses only those sound–spelling patterns that have already been explicitly taught. For example, in module 7, “Vowel Teams,” lesson 1A, students engage in explicit instruction and guided practice with vowel team syllables. The educator models how to blend syllables in words such as seaweed, and then guides students as they segment multisyllabic words into syllables. Students apply taught patterns during practice with words such as yellow, treatment, classroom, discount, floating, and fingernail. Instruction continues in lesson 1B, where students work with the educator to segment words that contain vowel teams, and then independently identify and code vowel teams within syllables in student practice pages.

The materials provide additional structured practice through module overviews and targeted skill lessons that ensure students only work with previously taught sound–spelling patterns. For example, in module 4, “Consonant Blends and Digraphs,” the “Beginning Blends” section provides explicit instruction on r-blends, s-blends, and l-blends with the use of supporting word lists, student practice pages, and digital activities aligned to the taught patterns. Lessons systematically introduce and reinforce each pattern before students apply them in independent practice activities.

Evaluation for 4.B.3a
Materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include a systematic sequence for introducing regular and irregular high-frequency words from a research-based list, in alignment with the grades 3–5 TEKS. The high-frequency word scope and sequence in module 6 organizes instruction by phonics pattern, beginning with r-controlled vowel patterns such as -ar, -ur, and -or. Within this sequence, students are introduced to high-frequency words aligned to these patterns, including words such as far, hard, large, part, and start. The sequence continues into more complex spelling patterns, including long-vowel patterns and diphthongs, with corresponding high-frequency words introduced in a planned progression.

In module 3, lessons 1A–1C, students continue this systematic progression as they learn short a high-frequency words, such as back, can, and had, alongside irregular high-frequency words from the Dolch list, including the and of. Students apply these words in increasingly complex contexts as they read decodable sentences such as “Dan has a bag of hats,” which demonstrates a structured progression from word-level instruction to sentence-level application.

Evaluation for 4.B.3b
Materials include explicit (direct) instruction in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include explicit instruction in decoding and encoding regular and irregular high-frequency words from a research-based list, in alignment with the grades 3–5 TEKS. For example, in module 6, lesson 1B, the materials provide explicit instructions for the Read/Spell/Write routine. For the part in which students read or decode, the educator states, “We will blend, or string together, letter sounds to read words.” Educators then guide students to tap on the dots as they say each sound. During spelling instruction, the educator taps out the sounds of the words and distinguishes between regular and irregular spelling patterns. The educator points out any irregular, unknown, or challenging spellings in the words (e.g., the letter y in fly, the letter i in kind, and the letters -igh in light for the /i/ sound). In the write, or encoding, part of the routine, students write an example for each of the words introduced in the lesson.

The materials include explicit instruction in decoding and encoding regular and irregular high-frequency words from a research-based list, in alignment with the grades 3–5 TEKS. The materials include a High-Frequency Word Implementation Guide in the overview that contains high-frequency words from the Dolch list, and explicit instruction and support for educators. For example, in module 6, lesson 1B, “Diphthong /ou/,” students chorally repeat the words, decode individual sounds, and encode the words using a chart. In addition, the materials include instructions for corrective feedback, such as prompting educators to “guide students to use sound boxes to say and mark each sound. Then guide students to replace each sound with a letter or spelling.”

Evaluation for 4.B.3c
Materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list in alignment with grade-level skills as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

The materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list, both in isolation and in decodable connected text, to develop automaticity in alignment with the grades 3–5 TEKS. For example, in module 5, “Long o,” lesson 3A, “Articulation, Blending,” and Decodable Text 3, the materials guide educators to review the long o spellings ow and oa, in addition to previously taught long e spelling patterns, then decode the words slow and boat in isolation. Students then read the text, “Parade Day,” which includes words with the long o spelling in addition to previously taught regular and irregular spelling patterns.

The materials include cumulative student practice in decoding and encoding regular and irregular high-frequency words from a research-based list, both in isolation and in decodable connected text, to develop automaticity, in alignment with the grades 3–5 TEKS. For example, module 7, “Multisyllable Words,” includes words with closed syllables, open syllables, consonant +le syllables, vowel team syllables, r-controlled syllables, final e syllables, schwa (unaccented syllables), prefixes (un-, re-, pre-, mis-, dis-), suffixes (-y, -ly, -ful, -less, -ible/-able), and inflectional endings (-s, -es, -ing, -ed, etc.) that were previously taught in modules 3–6.

Evaluation for 4.B.3d
Student practice includes only regular and irregular high-frequency words that have been explicitly taught.

The materials include student practice that uses only regular and irregular high-frequency words that have already been explicitly taught. For example, in module 6, lesson 1B, “Long oo,” students review previously taught high-frequency words through the Read/Spell/Write routine, including words such as new and grew. Students then apply learned high-frequency words alongside decodable practice, with words such as food, school, and moon, which reinforces previously taught patterns within instructional routines.

In module 5, lesson 1C, “Long o,” students apply previously taught high-frequency words in decodable text, including them, then, most, and both. In Decodable Text 3, “Parade Day,” students encounter only high-frequency words that were explicitly taught in lesson 1B.

Evaluation for 4.C.3a
Materials include a systematic sequence for introducing syllable types and syllable division principles in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include a systematic sequence for the introduction of syllable types and syllable division principles, in alignment with grade-level TEKS as appropriate for the program’s stated purpose. For example, the digital scope and sequence in module 7, volumes 1 and 2, outlines skills explicitly taught throughout the program. Volume 1 teaches students to decode and encode closed syllables, open syllables, VCe syllables, vowel teams, r-controlled syllables, and final stable syllables. In volume 2, students use syllable division patterns to identify, blend, and divide multisyllabic words.

The materials include a systematic sequence for the introduction of syllable types and syllable division principles in alignment with the grades 3–5 TEKS. In module 7, volumes 1 and 2, Student Edition, the table of contents shows the target skills taught in each volume. In volume 1, eight target skills are covered in a systematic sequence that starts with closed syllables, open syllables, consonant + le, vowel teams, r-controlled, final e, final stable e, and finally schwa. In each target skill, students divide words with the syllables types covered. Additionally, each target skill includes two specific syllabication worksheets, a dictation page where students write the syllables for words that the educator dictates, and word sorts to identify words that have the targeted syllable type and words that do not have the targeted syllable type. In volume 2, each target skill includes two specific syllabication worksheets and a dictation page where students write the syllables for words that are dictated by the educator.

Evaluation for 4.C.3b
Materials include explicit (direct) instruction in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include explicit instruction in decoding one-syllable and multisyllabic words, in alignment with grade-level TEKS as appropriate for the program’s stated purpose. For example, in module 7, lesson 2A, students decode the one-syllable words sea and weed, then combine them to decode the word seaweed. The Teacher’s Edition guides the educator to review the syllable types and code each word based on the syllable type. Students touch the dots for each sound and blend them together as they touch the red arrow, then the educator states, “Let’s blend or string letter sounds together to read words.” In addition, module 7, lesson 3B includes explicit encoding instruction with the use of syllable analysis. In the materials, students spell one-syllable and multisyllabic words as they segment the word syllable by syllable and then sound by sound. Students encode words such as rabbit, basket, and exit as they spell each syllable and then combine them to encode the entire word.

The materials include explicit instruction in decoding and encoding one-syllable and multisyllabic words, in alignment with grade-level TEKS as appropriate for the program’s stated purpose. For example, in module 7, “Vowel Team Syllables,” lesson 1A, the materials provide direct guidance for the instruction of what a vowel team syllable is. Students divide a multisyllable word and identify the syllable types within the word, then decode multisyllabic words in lesson 1B, and identify the words that contain two or more syllables with vowel teams in lesson 1C. At the end of the lesson, students use multisyllabic words from a bank to respond to a prompt, and the educator provides sentence stems or paragraph frames. In addition, module 7, “Open Syllables,” lesson 3B includes explicit encoding instruction with the use of syllable analysis. Educators spell one-syllable and multisyllabic words as they segment the word syllable by syllable and then sound by sound. Students encode words such as basic, minus, and photo as they spell each syllable and then combine them to encode the entire word.

Evaluation for 4.C.3c
Materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity.

The materials include cumulative student practice in decoding and encoding one-syllable and multisyllabic words, both in isolation (e.g., word lists) and in decodable connected text, to develop automaticity. This is in alignment with grade-level TEKS as appropriate for the program’s stated purpose. For instance, in module 7, the “Vowel Team Syllables” introduction has students decode one-syllable words, such as rain and coat, and then blend them to read the multisyllabic word raincoat. Students then encode words with similar spellings in the “Write for Understanding” section. Finally, in Decodable Text 3, “Keeping Safe in a Storm,” students apply cumulative practice with both one-syllable words (e.g., you, may, close) and multisyllabic words (e.g., raincoat, remain, rainfall) that include previously taught sound–spellings.


In addition, as students learn to decode and encode, the materials in module 6 provide cumulative practice across syllable types. For example, in the Syllable Types Instructional Resources, students work with closed syllables and select syllables from two separate columns to form multisyllabic words, which supports decoding practice in isolation. In “Closed Syllables Dictation,” students encode one-syllable words dictated by the educator. Further cumulative practice is provided in module 6 through Dictation 1, “Complex Vowel /ô/,” where students use images and syllable knowledge to spell words in isolation. In “Diphthong /ou/,” Decodable Text 3, “Max and the Cows,” students practice with both one-syllable and multisyllabic words that contain the target sound–spelling pattern.

Evaluation for 4.C.3d
Student practice includes only syllable types and syllable division principles that have been explicitly taught.

The materials include student practice with only those syllable types and syllable division principles that have already been explicitly taught. For example, in module 7, volume 1, students use the VCV syllable division pattern introduced earlier in the lesson to decode multisyllabic words like robot, human, and silent. Students apply the taught syllable division principle during decoding practice, which ensures that only previously taught patterns are used.

The materials provide additional practice in module 7, “Open Syllables,” Decodable Text 1, “My Robot.” In this text, students read words that contain previously taught syllable types, including closed and open syllables, and apply taught decoding patterns as they read connected text. Students identify syllable patterns within words and use the taught strategies to support accurate decoding.

Evaluation for 4.D.3a
Materials include a systematic sequence for introducing morphemes in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include a systematic sequence for the introduction of morphemes in alignment with the grades 3–5 TEKS. For example, module 7, volume 2, Student Edition contains a table of contents that outlines specific skills explicitly taught in each unit. For example, in volume 2, there are eight target skills, beginning with the introduction of prefixes un- and re- and introducing increasingly difficult prefixes as students progress. The materials also begin with an introduction of suffixes -full and -less before students are introduced to suffixes with increasing difficulty, such as inflectional endings.

Simpler morphemes, like adding the -s to make a word plural, are introduced before the modules progress to more complex morphemes. For instance, in module 6, lesson 5B, “r-Controlled Vowel /ar/, +5 Plurals,” students add -s to the words to change from singular to plural, and in “Complex Vowels /o/,” lesson 5B, “+5 Irregular Past Tense,” students focus on words like say/said and fall/fell.

Evaluation for 4.D.3b
Materials include explicit (direct) instruction on morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include explicit instruction on morphological skills in alignment with the grades 3–5 TEKS. In module 7, lesson 1A, “Suffixes (-y, -ly, -ful, -less, -ible/-able),” the lesson provides direct instruction on how to add suffixes to base words. Students receive a clear definition of suffixes and are guided through educator modeling and supported practice to segment words into base words and suffixes. Instructional supports include scripted educator guidance, modeling directions, and embedded visual examples to support understanding of morphological patterns.

The materials provide additional explicit instruction in module 7, lesson 1A, “Inflectional Endings.” The lesson begins with a direct explanation of how inflectional endings change the meaning of base words, including the rule for changing y to i before adding an ending. Students then engage in educator-led modeling and guided practice in which they break words into base words and endings. Instruction is supported through structured prompts, scaffolded questions, and visual representations that reinforce morphological analysis.

Evaluation for 4.D.3c
Materials include cumulative student practice of morphological skills in alignment with grade-level TEKS as appropriate for the program's stated purpose, both in isolation (e.g., word lists) and in connected text, to develop automaticity.

The materials include cumulative student practice of morphological skills in alignment with the grades 3–5 TEKS. For example, in the Sound It, Spell It dictation routine, students break words into isolated syllable blocks to develop automaticity and strengthen orthographic mapping. Students practice previously taught prefixes like un- and re- (e.g., unplanned, unwrapped), as well as inflectional ending rules such as changing y to i prior to adding the inflectional ending in isolation. The “Reader’s Theater” text includes opportunities for students to practice prefixes re- and pre- (e.g., referred), and the inflectional endings -ed (e.g., prepared) and -ing (e.g., neighboring) in a connected text.

The materials include cumulative student practice of morphological skills, both in isolation and in decodable connected text, to develop automaticity. This is in alignment with grade-level TEKS as appropriate for the program’s stated purpose. For instance, in module 7, “Suffixes (-y, -ly, -ful, -less, -ible/-able),” lessons 1A, 1B, and 1C, students demonstrate cumulative practice as they decode words with suffixes (-y, -ly, -ful, -less, -ible/-able) to develop automaticity. In lesson 1A, students practice words with all three prefixes (e.g., tasty, clearly, playful, fearlessly, sensible, printable) in isolation. The lesson spirals previous phonics skills as students continue to code words with suffixes. In lesson 1C, students read decodable text and practice coding the taught morphemes. Students then respond to the reading with a word bank of words with the specific morphemes.

Evaluation for 4.D.3d
Student practice includes only morphemes that have been explicitly taught.

In the materials, students practice only those morphemes that have already been explicitly taught. For example, in module 7, “Multisyllabic Words, Target Skill: Prefixes (un-, re-),” lesson 2B, Decodable Text 2, the “Reader’s Theater” activity includes words with previously taught prefixes, such as recycling, unused, reused, repurpose, and unhappy. This allows students to apply prior instruction on un- and re- in context.

The materials provide additional practice in module 7, “Inflectional Endings (Drop e),” Decodable Text 1, “What Is Their Talent?” In this lesson, students read words that contain previously taught morphological patterns, such as waving, making, and makes. This demonstrates the application of previously taught inflectional ending rules during connected-text reading.

Evaluation for 7.1a
Materials include explicit (direct) and systematic handwriting instruction (e.g., sequenced from lowercase letters to uppercase letters) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Handwriting Instruction and Practice resources provide a recurring instructional routine in which educators introduce the target letter, model letter formation with step-by-step stroke directions, and guide students through practice and application. The handwriting scope and sequence introduces frequently used letters, such as a, s, t, and p, before students progress to less common letters, such as v, w, and x, to provide a systematic progression of handwriting instruction.

The Teacher’s Edition provides explicit lesson-level handwriting instruction. For example, in module 3, “Short a,” lesson 1A, educators model the formation of uppercase and lowercase A with the use of directional arrows, stroke order, and verbal modeling. Students then trace and independently write the letters as they say the /a/ sound. Educator guidance includes explicit formation cues, such as, “Start on the top line. Step 1—Slant left down to the bottom line, lift. Step 2—Start on the top line. Slant right down to the bottom line, lift. Step 3—Slide across the middle.” Students progress from tracing to independent writing, which reinforces accurate letter formation through explicit modeling and guided practice.

Evaluation for 7.1b
Materials include frequent opportunities for students to develop and refine handwriting skills through guided practice and independent practice in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The materials include frequent opportunities for students to develop and refine handwriting skills through guided and independent practice. Handwriting instruction and practice lessons follow a gradual instructional progression in which students view letter formation models, trace letters with directional arrows, trace dotted letter models, and independently write uppercase and lowercase letters. For example, in module 3, “Short Vowels,” students practice each cursive letter through guided tracing before they independently form the letter multiple times to build fluency and accuracy.

The materials provide repeated opportunities for students to refine their handwriting skills beyond isolated letter formation. For instance, in modules 3–7, students extend handwriting practice as they write target letters or letter combinations introduced in each lesson. Students then apply handwriting skills on reproducible handwriting paper in the Dictation 1 activities “Listen and Spell,” “Decodable Sentences,” and “Write for Understanding.” This progression moves students from isolated letter practice to writing words and connected text, which helps reinforce letter formation, spacing, and handwriting fluency.

Evaluation for 7.1c
Materials include guidance for educators to provide feedback to students to develop and refine their handwriting skills (e.g., writing position, writing grip, letter spacing, size, slant, directionality) in alignment with grade-level TEKS as appropriate for the program's stated purpose.

The Module 3 Handwriting Instruction & Practice: Cursive Letter Formation Instruction includes a section for “Corrective Feedback,” in which educators use the letter formation models with directional arrows and encourage students to trace before they write independently. As students write, educators check for proper pencil grip, letter starting points, and smooth connections between letters. Additional corrective feedback examples include the use of highlighted handwriting lines or visual cues to help students recognize tall, small, and descending letters. Educators also provide verbal reminders for students to slow down and focus on neatness, monitor spacing between words, and keep letters on the baseline.

The materials provide additional feedback guidance during handwriting practice. For example, on the lowercase e cursive handwriting page, educators reinforce proper letter formation with the use of the provided stroke sequence. The Teacher’s Note directs educators to provide corrective feedback on letter spacing, size, and slant as needed. Additional guidance encourages educators to remind students to maintain consistent letter size, leave appropriate spacing between words, and adjust pencil grip or handwriting position when additional support is needed.